Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era

Abstract

The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich descriptions of their experiences, Thematic analysis was used to analyze the qualitative data. The study was conducted at Bukidnon State University Laboratory School S.Y. 2022-2023. The results of the study revealed three main themes: challenges with self-regulation, difficulties in communication, and lower levels of motivation and engagement. The learners reported that the sudden shift from online to face-to-face instruction disrupted their routines and caused them to struggle with staying focused and organized. They also found it challenging to ask questions, seek help, and participate in class discussions in face-to-face classes. Additionally, they reported feeling less motivated and engaged in face-to-face classes compared to online classes. The findings of this study could provide valuable insights for instructors and education policymakers in developing effective strategies to support learners during the transition from online to face-to-face math learning.